Advancement of Communicative Skills through Pre-Text, Text Exercises (on the Example of the Teaching English Manual “Personal Management”)
Bibliographic record
Abstract
Currently, two categories of English language manuals are available to Russian students for learning a foreign language. The first category includes textbooks aimed at teaching General English. The second category contains English language textbooks for Specific Purposes. To simplify the transition from general topics to specific ones, we have developed the manual “Personal Management”. It is intermediate from the textbook General English to the textbook English for Specific Purposes. It involves the topics of the formation of “soft skills” (English for Soft Skills Development). These topics make up the core of our manual. These are the authentic texts borrowed from the books of B. Tracy. He is a well-known Canadian-American motivational speaker and author of numerous books on leadership, self-development, self-realization, and the psychology of success. Another source was the books of J. Clear, a writer and speaker who specializes in topics related to decision-making and self-development. The main purpose of learning a foreign language is to develop communication skills to solve personal, business and professional issues. Thus, the main purpose of foreign language classes is to develop students’ communicative skills. It can be achieved by using communication exercises at the pre-text, text, and post-text stages. It stimulates students’ speech activity in its various types and forms. So the article is focused on the advancement of communicative skills through pre-reading exercises worked out on the base of authentic English texts and included in the teaching English manual “Personal Management”. Besides, the article describes the concept of the manual “Personal Management”, the principles and approaches that it is based on. Additionally, сommunication pre-reading exercises and their role in the development of communicative skills are explicitly considered. Each type of exercises is accompanied with tasks from the manual hinted on above. Then, the action sequence with each of the given tasks is detailed in accordance with the assessment results of the manual at English courses with second-year students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.025 | 0.012 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".